Program Information
- ISBN
- 9781970651607
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 884.25 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 181.54 KB)
Step Up to the TEKS 7th Math Practice
Supplemental Math (English) Grade 7
IMRA 2026
Publisher: GF Educators, Inc.
Copyright: 2022
Series includes:
Rubric: Supplemental Mathematics 6–12 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 7 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
78% (18 out of 23 points)
Evaluation for 1.1a
The materials include an alignment guide that outlines the TEKS, ELPS, and concepts covered. The materials are organized by TEKS and grouped into coherent domains. The table of contents of the Practice Book and Appendix A of the 7th Grade Math Implementation Guide connect lessons to the TEKS, while the 7th Grade Math Practice Teacher Edition front matter reflects the ELPS. This organization supports educators in understanding the progression of mathematical concepts across grade 7 standards.
The materials include a rationale for learning paths across grade levels for vertical alignment. For example, the organization of the materials into coherent domains reflects a logical progression of mathematical concepts and supports educators’ understanding of how learning develops across the grade level.
The materials do not include a rationale for learning paths within the same grade level (horizontal alignment) as designed in the materials. The materials do not identify guidance that explains how concepts connect, align, or build across units or domains within grade 7.
Evaluation for 1.1b
The materials include an implementation guide with usage recommendations and strategies for effective instruction in various contexts, such as just-in-time supports, advanced learning, or as a course. For example, the 7th Grade Math Implementation Guide contains a clearly defined lesson cycle and recommendations for educator use. The lesson structure includes the TEKS instruction, “Guided Practice,” “Partner Practice,” “Independent Practice,” and activity components with suggested instructional time ranges for each section.
The materials provide usage recommendations for adapting to meet student needs in various contexts. They additionally include strategies for effective educator practices across multiple instructional settings. For example, the 7th Grade Math Implementation Guide dissects each lesson into two distinct pathways, the Practice Book or TEKS-tivity. A table within the implementation guide describes each pathway and details the amount of time for each component or activity. These components also have a suggested type of grouping which varies throughout the pathway.
Evaluation for 1.1c
The materials include a TEKS correlation guide. For example, the table of contents and the “Program Overview” section of the 7th Grade Math Implementation Guide provide direct connections between grade 7 topics, the TEKS, and supplemental practice focus areas.
The “Item Map” page in the “Unit Overview” contains entry points based on diagnostic results as well as recommended responses and the TEKS-level decision rules.
Evaluation for 1.1d
The materials include protocols with corresponding guidance for unit internalization. These include processes for educators to thoroughly understand and prepare to teach lessons. The “Unit Overview” includes the “Unit Rationale,” “Big Ideas,” “Background Knowledge,” “Instructional Notes” to support all learners, and other required materials. An internalization protocol guides educators when preparing for each lesson.
The lesson overview contains the TEKS statement, student objectives, and the conceptual and procedural goals. It also provides academic vocabulary, mathematical discourse support, and oral and written discourse supports for emergent bilingual (EB) students. A sample unit with the lessons for the unit provides additional guidance, and there are additional grouping recommendations and process standards connections.
Evaluation for 1.1e
The materials include implementation guidance and instructional recommendations to support educators in using the supplemental resource as designed. The “Program Overview” and “Instructional Design” sections describe the intended instructional uses. These include tier-one reinforcement, intervention, small-group instruction, independent practice, and review cycles. Additionally, the 7th Grade Math TEKS Checklist provides a thorough breakdown of each standard presented in the lessons and is available to educators as well as instructional leaders.
The unit-level internalization materials in the 7th Grade Math Implementation Guide provide resources and guidance for instructional leaders. Additionally, the “Leadership Lens” section sample for unit 1 provides further implementation guidance for instructional leaders.
Evaluation for 1.2a
The lesson structure supports implementation for both educators and students. Each lesson is aligned to a specific grade 7 TEKS and includes ELPS connections, vertical alignment, TEKS lessons, guided practice, partner practice, and independent practice. Lesson components are clearly labeled and connected to the identified TEKS. TEKS, ELPS, and vertical alignment references are provided within the educator-facing sidebars to support instructional planning and implementation.
The materials provide lesson plans with learning objectives, educator and student materials, and suggested timeframes for lesson components. However, the materials do not include assessment resources aligned with the TEKS or ELPS.
The materials do not include assessment resources aligned with the TEKS or assessment resources aligned with the ELPS. It is not clear where the ELPS connect throughout the lesson/assessment. However, they are listed at the beginning of the lesson.
Evaluation for 1.2b
This guidance is not applicable because the program is not designed to be adaptive.
This guidance is not applicable to the program.
Evaluation for 1.2c
The materials do not include family-facing guidance, home support suggestions, communication tools, or resources specifically designed to support family involvement in monitoring student progress or reinforcing learning at home.
The materials include supports such as academic vocabulary, visual models, and structured discussion opportunities that educators can leverage to support communication with families and reinforce student learning outside the classroom. However, the materials do not contain resources to support families.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
4 out of 5 points
The materials include a rationale for learning paths across grade levels for vertical alignment. For example, the organization of the materials into coherent domains reflects a logical progression of mathematical concepts and supports educators’ understanding of how learning develops across the grade level.
The materials do not include a rationale for learning paths within the same grade level (horizontal alignment) as designed in the materials. The materials do not identify guidance that explains how concepts connect, align, or build across units or domains within grade 7.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The materials provide usage recommendations for adapting to meet student needs in various contexts. They additionally include strategies for effective educator practices across multiple instructional settings. For example, the 7th Grade Math Implementation Guide dissects each lesson into two distinct pathways, the Practice Book or TEKS-tivity. A table within the implementation guide describes each pathway and details the amount of time for each component or activity. These components also have a suggested type of grouping which varies throughout the pathway.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The “Item Map” page in the “Unit Overview” contains entry points based on diagnostic results as well as recommended responses and the TEKS-level decision rules.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
2 out of 2 points
The lesson overview contains the TEKS statement, student objectives, and the conceptual and procedural goals. It also provides academic vocabulary, mathematical discourse support, and oral and written discourse supports for emergent bilingual (EB) students. A sample unit with the lessons for the unit provides additional guidance, and there are additional grouping recommendations and process standards connections.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The unit-level internalization materials in the 7th Grade Math Implementation Guide provide resources and guidance for instructional leaders. Additionally, the “Leadership Lens” section sample for unit 1 provides further implementation guidance for instructional leaders.
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
5 out of 7 points
The materials provide lesson plans with learning objectives, educator and student materials, and suggested timeframes for lesson components. However, the materials do not include assessment resources aligned with the TEKS or ELPS.
The materials do not include assessment resources aligned with the TEKS or assessment resources aligned with the ELPS. It is not clear where the ELPS connect throughout the lesson/assessment. However, they are listed at the beginning of the lesson.
1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include detailed lesson overviews with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
Not applicable.
This guidance is not applicable to the program.
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
0 out of 2 points
The materials include supports such as academic vocabulary, visual models, and structured discussion opportunities that educators can leverage to support communication with families and reinforce student learning outside the classroom. However, the materials do not contain resources to support families.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
75% (15 out of 20 points)
Evaluation for 2.1a
The 7th Grade Math Practice Teacher Edition overview lists each component of the book along with the intended use within the program, including guided, partner, and independent practice and engaging activities. The “Unit Assessment Overview” provides the “Definition and Purpose,” “Primary Instrument,” and “How Teachers Use the Evidence” for each of the different assessment types.
The “To the Teacher” introduction offers directions for using the program’s assessments. The “Unit Assessment Overview” includes guidance in the “How Teachers Use the Evidence” section depending on the primary instrument used.
Evaluation for 2.1b
The 7th Grade Math Practice Teacher Edition front matter includes guidance in the “To the Teacher” section explaining how the assessment components should be used and identifies them as formative assessments. The materials provide embedded administration guidance within the lessons. However, they offer limited front matter guidance on broader expectations or procedures for administering instructional assessments consistently across settings.
The partner practice and independent practice activities include separate directions for educators to support the implementation of each assessment activity. The guidance addresses instructional facilitation, such as grouping and delivery, while the embedded directions and facilitating questions within each activity support administration.
Evaluation for 2.1c
The digital assessment materials correspond to printable versions available in the 7th Grade Math Practice Student Edition. However, educators cannot print the assessments directly from the digital platform and must instead access the printable 7th Grade Math Practice Student Edition.
The digital platform includes assessment accommodations that educators can configure to support individual student needs. For example, the “Accommodations Settings” page allows educators to enable or disable features such as a basic calculator, text-to-speech, translation (English only), and content and language supports for assessment activities. However, content and language supports are available only for assessment items and are not available for practice activities.
Evaluation for 2.1d
The “Item Map” in the 7th Grade Math Implementation Guide provides the associated level (EP/Bridge/GL) along with the target TEKS and “Diagnostic Look-Fors.” Many questions are lower level to provide a baseline, but several higher-level items are included along with several item types. For example, the diagnostic assessments include text entry, drag-and-drop, selection table, and multiple-choice item types.
The “Scoring and Instructional Response” section provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” also provides ways to respond to students who have not yet reached proficiency.
Evaluation for 2.1e
The materials include a variety of formative assessments with TEKS-aligned tasks or questions and interactive types with varying levels of complexity. For example, the guided and partner practice formative assessments contain multiple item types, including multiple-choice and text entry. The engaging activities for TEKS 7.7A and 7.10B have different assessment items than those in the guided and partner practice. The materials include multiple item types across alternate activity formats, including multiple-choice items, text entry, tables, and graph interpretation. These tasks provide varying complexity levels through recall, interpretation, application, and contextual tasks. Furthermore, the digital assessment materials provide additional flexibility within the assessment builder, supporting more than two item types.
The materials include a variety of formative assessments with the TEKS-aligned tasks and questions and interactive item types with varying levels of complexity. Within the TEKSnology digital platform, “Reporting Category 1” has TEKS-aligned questions with more than two unique interactive item types. This assessment is TEKS-aligned with non-interactive item types such as multiple-choice, inline choice, and text entry.
Evaluation for 2.2a
The instructional assessments do not include scoring information and guidance for interpreting student performance. For example, the educator pages for each independent practice contain the answers shown on the 7th Grade Math Practice Student Edition inset. The sidebar callouts provide the concept assessed by each question and include “Important Concepts” and “Misconceptions.” Additional notes offer educator guidance for making actionable decisions based on the results of the assessment. However, the independent practices are not instructional assessments, and the materials do not include rationales for incorrect responses.
The materials display the report infrastructure, but the reports do not populate, and scored examples, item analyses, feedback explanations, or performance interpretations are not observable. The assignment view remained in “processing,” which prevented verification of scoring outputs. The test builder includes item types and assessment functionality, but additional items could not be generated to verify scoring guidance or response rationales.
Evaluation for 2.2b
The materials do not provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments. For example, the “Implementation Guidance” section of the 7th Grade Math Implementation Guide provides various methods to use the materials within the Practice Book.
The “Using the Practice Book for Small Groups and Intervention” segment discusses the different options for targeted use of the materials with various levels of students. The materials do not give explicit guidance to educators on how to respond to student trends in performance on assessments.
Evaluation for 2.2c
The materials include tools for educators to track student progress and growth through TEKSnology.com reporting features. Educators can look at various reports, including “Course” and “Standards Reports,” that show results by assignment or TEKS and can be filtered down to the individual student level. Educators can then print and review these reports with individual students.
The printable reports are available for educators to give to students, but the materials do not provide a tool for students to access this same information on their own or allow students to track progress over time, observe trends, or compare their progress with the class.
Evaluation for 2.2d
The materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity. For example, the materials include checks for understanding embedded within the lesson structure. The TEKS lessons provide educator guidance, lesson procedures, key instructional points, and strategies to support implementation.
The materials also include educator callouts that describe the purpose of questions, what students should understand, anticipated misconceptions, and what to monitor during discussions. The lesson guidance instructs educators on what to look for during instruction and provides opportunities for educators to monitor understanding and respond during guided practice and partner practice activities.
Evaluation for 2.2e
This guidance is not applicable because the program is not designed to be adaptive.
This guidance is not applicable to the program.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The “To the Teacher” introduction offers directions for using the program’s assessments. The “Unit Assessment Overview” includes guidance in the “How Teachers Use the Evidence” section depending on the primary instrument used.
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
1 out of 1 points
The partner practice and independent practice activities include separate directions for educators to support the implementation of each assessment activity. The guidance addresses instructional facilitation, such as grouping and delivery, while the embedded directions and facilitating questions within each activity support administration.
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
The digital platform includes assessment accommodations that educators can configure to support individual student needs. For example, the “Accommodations Settings” page allows educators to enable or disable features such as a basic calculator, text-to-speech, translation (English only), and content and language supports for assessment activities. However, content and language supports are available only for assessment items and are not available for practice activities.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The “Scoring and Instructional Response” section provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” also provides ways to respond to students who have not yet reached proficiency.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The materials include a variety of formative assessments with the TEKS-aligned tasks and questions and interactive item types with varying levels of complexity. Within the TEKSnology digital platform, “Reporting Category 1” has TEKS-aligned questions with more than two unique interactive item types. This assessment is TEKS-aligned with non-interactive item types such as multiple-choice, inline choice, and text entry.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
0 out of 3 points
The materials display the report infrastructure, but the reports do not populate, and scored examples, item analyses, feedback explanations, or performance interpretations are not observable. The assignment view remained in “processing,” which prevented verification of scoring outputs. The test builder includes item types and assessment functionality, but additional items could not be generated to verify scoring guidance or response rationales.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
0 out of 1 points
The “Using the Practice Book for Small Groups and Intervention” segment discusses the different options for targeted use of the materials with various levels of students. The materials do not give explicit guidance to educators on how to respond to student trends in performance on assessments.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
1 out of 2 points
The printable reports are available for educators to give to students, but the materials do not provide a tool for students to access this same information on their own or allow students to track progress over time, observe trends, or compare their progress with the class.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
The materials also include educator callouts that describe the purpose of questions, what students should understand, anticipated misconceptions, and what to monitor during discussions. The lesson guidance instructs educators on what to look for during instruction and provides opportunities for educators to monitor understanding and respond during guided practice and partner practice activities.
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
Not applicable.
This guidance is not applicable to the program.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
87% (34 out of 39 points)
Evaluation for 3.1a
Each lesson includes guidance for misconceptions as well as the rationale behind each question.
The “Scoring and Instructional Response” section provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” also provides ways to respond to students who have not yet reached proficiency.
Evaluation for 3.1b
The grade 7 materials include preteaching supports for developing academic vocabulary through unit vocabulary lists, word banks, vocabulary activities, and blackline masters aligned to the TEKS concepts for each unit. The vocabulary activities reinforce academic language throughout the lesson sequence and also include embedded supports within the instructional materials, thus supporting ongoing vocabulary development.
However, the materials do not include explicit educator guidance for language supports, including preteaching and embedded supports for unfamiliar references in text. For example, while the 7th Grade Math Practice Teacher Edition contains blackline masters of vocabulary activities to include as part of the lessons, the materials do not include preteaching and embedded supports for educators to help develop academic vocabulary and decode unfamiliar references in text.
Evaluation for 3.1c
Every independent practice includes an “Extension Learning Opportunity” section to provide ways to extend the lesson for those who need extended practice.
For students demonstrating proficiency, enrichment and extension activities require students to explain multiple strategies, create mathematical problems, apply concepts to real-world scenarios, and compare solution methods. The materials also include educator guidance for implementation by identifying extension opportunities within the 7th Grade Math Implementation Guide and recommending use as extension activities for advanced learners.
Evaluation for 3.1d
The digital materials include a basic calculator as an accommodation, which educators can enable or disable for individual students. For example, within assignments and assessments, students can access and use the basic calculator tool. Students can access the calculator by clicking on the corresponding calculator image.
The materials include text-to-speech and other content and language supports that educators can enable or disable to support individual students. For example, text-to-speech becomes functional when users first highlight the desired text before selecting the “speak” option. The materials also include content and language supports such as a dictionary that appears when a word is highlighted and visual supports. However, the materials do not include additional embedded language supports, such as rollovers or hover-over explanations of vocabulary or symbols. Although a translation icon is present, the only available language option is English.
Evaluation for 3.1e
The materials include educator guidance on offering options and supports for students to demonstrate their understanding of mathematical concepts in various ways, such as performing, expressing, and representing. For example, in Appendix A of the 7th Grade Math Practice Teacher Edition, the “Engaging Activity” titled “Connecting Formulas” prompts students to “use string to measure the radius of a circle and diameter.” It further states to “use a string to measure the distance around the circle.” The activity also prompts students to “lay a transparency of centimeter squares over the circle” and “count the squares to find the area.” This activity provides embedded guidance for educators to support students in various ways.
The materials include multiple online problem-solving options and supports. For example, the digital materials include interactive exercises, video explanations, and real-world applications.
Evaluation for 3.2a
The materials activate prior knowledge through the TEKS lesson discussions, review of coordinate plane vocabulary, and previously learned concepts such as quadrants, ordered pairs, x-axis, and y-axis. They anchor big ideas through “Conceptual Learning Goals” and “Why Do I Need to Know This?” sections that connect mathematics to larger concepts and real-world relevance. The materials highlight key patterns through repeated use of coordinate plane models, ordered pairs, signs, and quadrant structures. Both verbal explanations and graphical representations reinforce these relationships by explicitly connecting ordered pairs, quadrant location, sign conventions, and movement on the coordinate plane.
The materials include educator prompts that connect mathematical concepts across multiple representations within individual TEKS lessons. For example, the TEKS lesson for 7.7A guides educators in connecting a verbal description to a graph, table, and equation, while the accompanying TEKSnology video models these connections. Similarly, the TEKS lesson for 7.11A prompts educators to connect symbolic equations and inequalities with mathematical models and suggests using algebra tiles to reinforce those relationships.
Evaluation for 3.2b
The materials include guidance to effectively deliver the lesson using various instructional approaches. For example, the materials incorporate TEKS lessons for direct instruction and concept development, guided practice for educator-supported instruction, partner practice for collaborative learning, independent practice for individual application, and engaging activities for conceptual exploration and extension.
The lesson guidance further supports facilitation through modeling with manipulatives, discussion prompts, questioning, visual representations, and hands-on activities. For example, the 7th Grade Math Implementation Guide includes a flow chart describing the lesson delivery, which utilizes the Gradual Release of Responsibility model.
Evaluation for 3.2c
The materials include multi-tiered intervention methods for various types of practice and structures. The Practice Book contains multiple instructional approaches, including a TEKS lesson, guided and partner practice, and an engaging activity. These parts are modular and can be used in multi-tiered interventions. In addition to the Practice Book, TEKSnology.com extends these parts of the lesson by using videos for the TEKS lesson and guided practice.
The materials do not include educator guidance to support effective implementation. For example, while they include guided, partner, and independent practices, all students receive the same materials and tasks. The materials do not provide criteria for forming groups, specific activities to use, or guidance on what skills to work on with these groups.
Evaluation for 3.2d
The materials do not include enrichment and extension methods that support various forms of engagement or guidance to support educators in effective implementation. Each lesson provides extension methods through the section’s “Extension Learning Opportunity.” However, this section includes only the task itself, without guidance for educators to implement it effectively.
The materials include general guidance for enriching opportunities that suggests educators provide explanations using multiple strategies or create their own math problem. However, there is no engagement with the individual lesson content, and there is no specific guidance for the educator. For example, in TEKS lesson 7.8A, the extension task suggests using sand to make the connection between a rectangular pyramid and a rectangular prism with congruent bases. There is no educator guidance to support the student through this process.
Evaluation for 3.2e
Educators utilize discussion questions, observation prompts, and misconception guidance. Additional directions require students to explain reasoning, share strategies, and discuss solutions. For example, the TEKS lessons explicitly direct educators to listen to student discussions, observe strategies before formal instruction, facilitate class sharing, and monitor understanding through discussion. The materials also include guidance for feedback through the “Misconceptions” section, which identifies likely student errors and instructional responses. Furthermore, they offer additional guidance through lesson directions describing how educators should conceptualize and check student understanding before progressing.
The “Guided Practice” and “Partner Practice” sections include directions for how to implement this part of the lesson, along with questions educators can use to monitor students’ progress and understanding. The guidance includes specific details about how long students should work, how to follow up on the activity, and what misconceptions to watch for. These supports help educators to better guide students and respond to their learning needs during the lesson.
Evaluation for 3.3a
The materials include educator guidance on providing and incorporating linguistic accommodations for one level of language proficiency (as defined by the ELPS) to engage students in using increasingly more academic language. For example, the materials provide “Strategies for Teaching Vocabulary” to use with the vocabulary found in Appendix C.
Within the “Academic Vocabulary” section of the lesson guide for internalization is the section for “The Emergent Bilingual Oral and Written Discourse Support,” which provides connection examples, embedded oral and written discourse guidance, and ELPS sentence stems.
Evaluation for 3.3b
This guidance is not applicable to the program because it is not designed to be adaptive.
Evaluation for 3.3c
The Supplemental Math Implementation Guide includes a section titled “Supporting Emergent Bilingual Students.” The guide states that the materials support emergent bilingual (EB) students through explicit academic vocabulary instruction and visual models and diagrams. There is additional support provided with structured partner discussions, opportunities for oral and written explanations, and connections to the ELPS.
Within the “Academic Vocabulary” section of the lesson guide for internalization, the section for “The Emergent Bilingual Oral and Written Discourse Support” provides connection examples, embedded oral discourse guidance, embedded written discourse guidance, and ELPS sentence stems.
Evaluation for 3.3d
In the grade 7 materials, the “Strategies for Teaching Vocabulary” section recommends that students utilize interactive word walls, vocabulary journals, and graphic organizers. There is further support through collaborative learning, real-world examples, and educator modeling of mathematical language. Students engage in written discourse through vocabulary journals and vocabulary activities that require them to define and apply academic vocabulary. Students engage in oral discourse through collaborative discussions and opportunities to explain mathematical concepts to develop academic vocabulary. The materials also increase comprehension by connecting mathematics vocabulary to real-world contexts, such as fractions and multiplication.
In the 7th Grade Math Practice Teacher Edition, the materials include blackline masters of vocabulary activities to use in lessons. This embedded support covers the academic vocabulary for each unit of instruction, helping students develop vocabulary and increase comprehension. The “Strategies for Teaching Vocabulary” include oral and written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
The “Scoring and Instructional Response” section provides strategies for responding to the results of the diagnostic assessments for students at various levels. The “How Teachers Use the Evidence” section in the “Unit Assessment Overview” also provides ways to respond to students who have not yet reached proficiency.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
However, the materials do not include explicit educator guidance for language supports, including preteaching and embedded supports for unfamiliar references in text. For example, while the 7th Grade Math Practice Teacher Edition contains blackline masters of vocabulary activities to include as part of the lessons, the materials do not include preteaching and embedded supports for educators to help develop academic vocabulary and decode unfamiliar references in text.
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
For students demonstrating proficiency, enrichment and extension activities require students to explain multiple strategies, create mathematical problems, apply concepts to real-world scenarios, and compare solution methods. The materials also include educator guidance for implementation by identifying extension opportunities within the 7th Grade Math Implementation Guide and recommending use as extension activities for advanced learners.
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
3 out of 3 points
The materials include text-to-speech and other content and language supports that educators can enable or disable to support individual students. For example, text-to-speech becomes functional when users first highlight the desired text before selecting the “speak” option. The materials also include content and language supports such as a dictionary that appears when a word is highlighted and visual supports. However, the materials do not include additional embedded language supports, such as rollovers or hover-over explanations of vocabulary or symbols. Although a translation icon is present, the only available language option is English.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials include multiple online problem-solving options and supports. For example, the digital materials include interactive exercises, video explanations, and real-world applications.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
The materials include educator prompts that connect mathematical concepts across multiple representations within individual TEKS lessons. For example, the TEKS lesson for 7.7A guides educators in connecting a verbal description to a graph, table, and equation, while the accompanying TEKSnology video models these connections. Similarly, the TEKS lesson for 7.11A prompts educators to connect symbolic equations and inequalities with mathematical models and suggests using algebra tiles to reinforce those relationships.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The lesson guidance further supports facilitation through modeling with manipulatives, discussion prompts, questioning, visual representations, and hands-on activities. For example, the 7th Grade Math Implementation Guide includes a flow chart describing the lesson delivery, which utilizes the Gradual Release of Responsibility model.
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
2 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
2 out of 3 points
The materials do not include educator guidance to support effective implementation. For example, while they include guided, partner, and independent practices, all students receive the same materials and tasks. The materials do not provide criteria for forming groups, specific activities to use, or guidance on what skills to work on with these groups.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
0 out of 2 points
The materials include general guidance for enriching opportunities that suggests educators provide explanations using multiple strategies or create their own math problem. However, there is no engagement with the individual lesson content, and there is no specific guidance for the educator. For example, in TEKS lesson 7.8A, the extension task suggests using sand to make the connection between a rectangular pyramid and a rectangular prism with congruent bases. There is no educator guidance to support the student through this process.
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
The “Guided Practice” and “Partner Practice” sections include directions for how to implement this part of the lesson, along with questions educators can use to monitor students’ progress and understanding. The guidance includes specific details about how long students should work, how to follow up on the activity, and what misconceptions to watch for. These supports help educators to better guide students and respond to their learning needs during the lesson.
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
4 out of 4 points
Within the “Academic Vocabulary” section of the lesson guide for internalization is the section for “The Emergent Bilingual Oral and Written Discourse Support,” which provides connection examples, embedded oral and written discourse guidance, and ELPS sentence stems.
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
Not applicable.
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
1 out of 1 points
Within the “Academic Vocabulary” section of the lesson guide for internalization, the section for “The Emergent Bilingual Oral and Written Discourse Support” provides connection examples, embedded oral discourse guidance, embedded written discourse guidance, and ELPS sentence stems.
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
8 out of 8 points
In the 7th Grade Math Practice Teacher Edition, the materials include blackline masters of vocabulary activities to use in lessons. This embedded support covers the academic vocabulary for each unit of instruction, helping students develop vocabulary and increase comprehension. The “Strategies for Teaching Vocabulary” include oral and written discourse.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
44% (7 out of 16 points)
Evaluation for 4.1a
The materials include practice opportunities throughout the learning pathway that require students to demonstrate the depth of understanding aligned to the TEKS. For example, the lesson and engaging activity for TEKS 7.11A require students to model and solve one-variable, two-step equations and inequalities. Students progress from applying the concepts introduced in the TEKS lesson to explaining the differences between solving equations and inequalities. This provides students with opportunities to demonstrate the depth of understanding expected by the TEKS.
The instructional assessments within the learning pathways require students to demonstrate depth of understanding aligned to the TEKS. For example, the opportunities for guided and partner practice allow educators to gather evidence of student understanding during instruction, while independent practice opportunities allow students to independently demonstrate mastery of the lesson’s TEKS through tasks that reflect the depth, rigor, and complexity of the standard.
Evaluation for 4.1b
The materials include questions, tasks, enrichment, and extension activities that progressively increase in rigor and complexity, leading students to grade-level proficiency in the mathematics TEKS. For example, in TEKS 7.10B, students progress from representing solutions to two-step equations and inequalities on a number line to solving contextual problems and explaining their mathematical reasoning. Throughout the lesson, students engage in guided discussions, justify their thinking, evaluate the reasoning of others, and apply concepts through increasingly complex tasks. The “Extension Learning Opportunity” further reinforces grade-level concepts requiring students to create real-world examples and matching graphs, supporting mastery of the current grade-level TEKS.
The materials do not include questions, tasks, enrichment, or extension activities that increase in rigor and complexity to lead students to above-grade-level proficiency in the mathematics TEKS. The instructional progression builds from prerequisite knowledge to independent mastery of grade-level concepts. However, the enrichment and extension activities continue to reinforce current grade-level standards rather than providing opportunities for mathematical reasoning or content beyond grade-level expectations.
Evaluation for 4.2a
For example, on the “Number of Snakes in a Zoo” dot plot, the activity asks students to determine the ratio of two species of snakes. Next, students explain the difference between part-to-part and part-to-whole relationships and connect graphs to ratios. This approach helps students see mathematics as an interconnected web of ideas rather than isolated skills.
The materials connect related mathematical concepts within the grade level to strengthen students’ understanding of mathematical relationships. For example, in lesson 7.13B, “Components of a Budget,” students allocate money across budget categories and calculate percentages. The task then requires students to connect those percentages to data displays, helping students recognize relationships between numerical calculations and graphical representations within the same grade-level content.
Evaluation for 4.2b
The materials do not provide guidance that connects current grade-level content to related concepts across grade bands. For example, the 7th Grade Math Practice Teacher Edition includes Vertical Alignment wrap-around notes that list the related TEKS. However, the notes do not explain how the identified standards connect to the current lesson or support progression from earlier to later mathematical concepts.
The materials do not connect mathematical concepts across grade bands to support progression from earlier to later learning. For example, the 7th Grade Math Implementation Guide describes the I Do, We Do, You Do lesson structure, the mathematical process standards, and the use of a problem-solving model. However, it does not include guidance that links concepts across grade bands.
Evaluation for 4.2c
The materials demonstrate coherence across lessons and activities by connecting students’ prior conceptual and procedural knowledge to the mathematical concepts learned in the current grade level. For example, the “Why Do I Need to Know This?” sections and educator guidance connect previously learned concepts to new grade-level learning. Examples of this include applying earlier equation-solving skills to geometry problems, building probability from simulations to theoretical probability and complements, and reinforcing the distinction between slope and ratio through educator-led misconceptions guidance. These connections help students build on prior learning as they develop current grade-level mathematical understanding.
While the “Why Do I Need to Know This?” sections occasionally reference future mathematics courses or concepts, the materials do not provide explicit educator guidance explaining how current learning develops into future grade-level mathematical concepts or procedures. References to future learning identify where students may encounter concepts later, but they do not support educators in making instructional connections that build mathematical understanding across grade levels.
Evaluation for 4.3a
The materials target the specific, focused TEKS and provide many opportunities for students to practice these skills in isolation through independent, guided, and partner practice. However, they do not include spaced retrieval opportunities and do not provide tasks or assessments that use this best practice.
The guided and partner practice materials in the “Probabilities and Complements” TEKS lesson provide opportunities for students to expand on solutions. The materials do not explicitly provide spaced retrieval opportunities for students to apply previously learned skills and concepts.
Evaluation for 4.3b
The materials use guided, partner, and independent practice to provide focused opportunities for individual TEKS concepts in a non-spiraling approach, rather than revisiting and connecting concepts across learning pathways over time. For example, the Practice Book contains problems that ask “Which number is in the wrong set?” These problems do not provide interleaved opportunities for students to address different but related concepts.
In the 7th Grade Math Practice Student Edition, educators present lessons as individual concepts focusing on one TEKS at a time. Even though there is mention of other concepts and skills within some lessons, none of the lessons intentionally bundle multiple standards to improve students’ retention of the skills. For example, TEKS 7.3A, which focuses on operations with rational numbers, could be partnered with TEKS 7.9C, which focuses on finding the area of composite figures. Even when students reach the 7.9C lesson, there is no spiraling of the concepts regarding multiplying positive rational numbers.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The instructional assessments within the learning pathways require students to demonstrate depth of understanding aligned to the TEKS. For example, the opportunities for guided and partner practice allow educators to gather evidence of student understanding during instruction, while independent practice opportunities allow students to independently demonstrate mastery of the lesson’s TEKS through tasks that reflect the depth, rigor, and complexity of the standard.
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
2 out of 4 points
The materials do not include questions, tasks, enrichment, or extension activities that increase in rigor and complexity to lead students to above-grade-level proficiency in the mathematics TEKS. The instructional progression builds from prerequisite knowledge to independent mastery of grade-level concepts. However, the enrichment and extension activities continue to reinforce current grade-level standards rather than providing opportunities for mathematical reasoning or content beyond grade-level expectations.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
The materials connect related mathematical concepts within the grade level to strengthen students’ understanding of mathematical relationships. For example, in lesson 7.13B, “Components of a Budget,” students allocate money across budget categories and calculate percentages. The task then requires students to connect those percentages to data displays, helping students recognize relationships between numerical calculations and graphical representations within the same grade-level content.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
0 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grades 3–12, by connecting patterns, big ideas, and relationships.
0 out of 1 points
The materials do not connect mathematical concepts across grade bands to support progression from earlier to later learning. For example, the 7th Grade Math Implementation Guide describes the I Do, We Do, You Do lesson structure, the mathematical process standards, and the use of a problem-solving model. However, it does not include guidance that links concepts across grade bands.
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
2 out of 4 points
While the “Why Do I Need to Know This?” sections occasionally reference future mathematics courses or concepts, the materials do not provide explicit educator guidance explaining how current learning develops into future grade-level mathematical concepts or procedures. References to future learning identify where students may encounter concepts later, but they do not support educators in making instructional connections that build mathematical understanding across grade levels.
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
The guided and partner practice materials in the “Probabilities and Complements” TEKS lesson provide opportunities for students to expand on solutions. The materials do not explicitly provide spaced retrieval opportunities for students to apply previously learned skills and concepts.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
0 out of 2 points
In the 7th Grade Math Practice Student Edition, educators present lessons as individual concepts focusing on one TEKS at a time. Even though there is mention of other concepts and skills within some lessons, none of the lessons intentionally bundle multiple standards to improve students’ retention of the skills. For example, TEKS 7.3A, which focuses on operations with rational numbers, could be partnered with TEKS 7.9C, which focuses on finding the area of composite figures. Even when students reach the 7.9C lesson, there is no spiraling of the concepts regarding multiplying positive rational numbers.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
87% (33 out of 38 points)
Evaluation for 5.1a
The questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations. For example, in the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Experimental Probability” requires students to interpret and analyze representations for mathematical concepts and situations using a table with results from a survey. First, students evaluate the results for a larger population. The question then asks them what would happen if a vegetarian option was added. This task requires students to interpret and analyze the table using reasonableness to illustrate understanding.
Students classify numbers in a Venn diagram representing subsets of rational numbers. This task requires them to analyze relationships among number systems rather than apply a single procedure. Tasks include identifying misclassified numbers and explaining reasoning, supporting conceptual understanding of number classification. Students develop their own method for listing all possible outcomes in a compound probability experiment and justify their approach. This task requires students to construct an understanding of sample space rather than follow a procedure, supporting deep conceptual understanding.
Evaluation for 5.1b
The questions and tasks provide opportunities for students to create concrete models and pictorial representations of mathematical situations. For example, in the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Sample Sets” requires students to learn to create lists and tree diagrams to represent a sample space. The educator guidance for the “Conceptual Learning Goal” sums up the lesson by stating that “Students learn how to organize possible outcomes of simple and compound probability events using lists and tree diagrams, enabling them to visualize and count outcomes accurately.” Students create visuals to represent probability events.
The TEKS lesson overview guides educators to use algebra tiles to reinforce the outcomes of solving equations using inverse operations. Students move from the concrete to the representational by taking a model and creating the symbolic representation.
Evaluation for 5.1c
In the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Operations with Rational Numbers” provides students with four problems involving operations with rational numbers. The lesson guidance states that the educator should instruct students to put a star next to the problems they can solve, a question mark next to the problems they need a little help to solve, and an x next to problems they cannot solve at all. Students apply their own knowledge to the problems based on their conceptual understanding of operations.
The materials provide opportunities for students to apply conceptual understanding to new problem situations and contexts. In the “Sample Sets” lesson, students apply their understanding of sample spaces across multiple contexts. These include clothing combinations, food selections, transportation choices, and other real-world scenarios. Students transfer the same mathematical concept to different situations and representations instead of repeatedly solving identical problems. The probability lessons provide additional opportunities for students to apply probability concepts through simulations, data collection, and contextual probability situations. These tasks require students to use their conceptual understanding in new contexts and demonstrate the transfer of learning beyond a single example.
Evaluation for 5.2a
The materials provide students with tasks designed to build the automaticity and fluency necessary to complete grade-level mathematical tasks. For example, in the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Operations with Rational Numbers” provides students with four problems involving operations with rational numbers. Students learned these problem types in grades 5 and 6 based on the vertical alignment provided for the lesson. This activity reviews previous standards to build automaticity and fluency in operations of rational numbers, a skill necessary to master many of the standards in the program.
Students analyze real-world data from surveys and make predictions about larger populations. Tasks require proportional reasoning, the interpretation of data, and the application of mathematical concepts to new contexts, demonstrating higher-order thinking beyond basic computation. Students compare experimental results with theoretical probabilities and analyze discrepancies. This requires evaluation of outcomes, reasoning about variability, and synthesis of multiple concepts, supporting higher-order thinking.
Evaluation for 5.2b
The materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways. For example, the 7th Grade Math Practice Teacher Edition provides educator guidance for the TEKS lesson “Operations with Rational Numbers.” The TEKS lesson offers students opportunities to practice efficient, flexible, and accurate procedures. The facilitating questions for the “Guided Practice” section of the lesson ask students what strategies they use for adding, subtracting, multiplying, and dividing rational numbers. The guidance specifically states that answers may vary, allowing students to use various methods to practice procedures.
The materials provide opportunities for students to apply efficient mathematical procedures throughout learning pathways. For example, the 7th Grade Math Practice Teacher Edition includes an engaging activity for the TEKS lesson “Simulations” in which students determine probability using pictures, diagrams, formulas, or mathematical reasoning. Students then choose the most appropriate method to display their data and explain why that method best represents the results.
Evaluation for 5.2c
Students work with multiple representations, including tree diagrams, organized lists, tables, and probability models. However, the materials do not provide opportunities for students to evaluate mathematical procedures for efficiency, flexibility, or accuracy. Students do not compare procedures or determine which method is most efficient. They do not evaluate the usefulness of different representations, analyze errors, or assess the accuracy of completed solutions. As a result, the materials do not demonstrate opportunities for students to evaluate efficiency, flexibility, or accuracy throughout the learning pathway.
The materials provide educators with guidance in many areas. For example, wrap-around notes in the 7th Grade Math Practice Teacher Edition offer reminders that students need to know how to solve percent problems for any of the missing parts when setting up the problem using proportional reasoning. But they do not prompt discussion about other methods connected to the proportion model, which may be more efficient for student mathematicians.
Evaluation for 5.2d
The 7th Grade Math Practice Teacher Edition provides educators with guidance in many areas. However, the materials do not include guidance for supporting students in selecting increasingly efficient approaches to solving mathematical problems. For example, in the TEKS lesson “Sales and Income Tax,” facilitating questions guide educators to ask, “How do you calculate a tax?” and provide a few sample student responses. There is no further prompting to ask students when a proportion model would be most efficient versus a decimal multiplication approach.
The materials provide opportunities for students to solve probability problems using multiple representations, including tree diagrams, organized lists, tables, and simulations. These representations support student understanding and problem solving. However, the materials do not provide guidance that supports students in selecting increasingly efficient approaches. Students do not compare strategies, determine which method is most efficient, or justify the selection of one approach over another.
Evaluation for 5.3a
The materials explicitly identify the conceptual and procedural emphasis of the TEKS. For example, the 7th Grade Math Practice Teacher Edition includes guidance for educators aligned to the lesson TEKS within the “Conceptual Learning Goal” section. This section provides explicit descriptions of how the lesson addresses both the conceptual understanding and procedural skills of the TEKS. For example, in the TEKS lesson “Financial Assets and Liabilities,” the “Conceptual Learning Goal” for TEKS 7.13C states that “Students learn to organize and track financial assets and liabilities to calculate their net worth, developing awareness of financial health.”
The materials include explicit connections under the “Conceptual Learning Goal.” Students use hands-on models to help them understand how to solve one-variable, two-step equations and inequalities, and to connect and reinforce problem-solving strategies such as using inverse operations.
Evaluation for 5.3b
In the 7th Grade Math Practice Teacher Edition, educator guidance titled the “Conceptual Learning Goal” correlates with the given TEKS of the lesson. This section of the lesson provides explicit descriptions of how the TEKS will be addressed both conceptually and procedurally. In the TEKS lesson “Solving Equations and Inequalities,” the “Conceptual Learning Goal” for TEKS 7.11A states that “Students understand how to model and solve one-variable, two-step equations and inequalities using concrete methods and abstract reasoning, reinforcing problem-solving strategies.”
The materials provide opportunities for students to use concrete models, pictorial representations, and abstract models throughout instruction. Students use pictorial representations such as Venn diagrams, tree diagrams, organized lists, and probability models to organize and analyze mathematical information. Students also work with abstract models through number classifications, sample spaces, probability calculations, and symbolic reasoning. In addition, the 7th Grade Math Practice Teacher Edition includes hands-on activities such as creating sample spaces and conducting simulations. These activities provide opportunities for students to interact with concrete representations of mathematical situations. These experiences support the progression from concrete and visual representations to abstract mathematical reasoning.
Evaluation for 5.3c
In the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Solving Equations and Inequalities” includes supports for students in connecting, creating, defining, and explaining using algebra tiles to solve algebraic equations and inequalities. Guidance instructs the educator to ask, “How do models establish the process of solving two-step equations?”
In the TEKS lesson “Solving Equations and Inequalities,” students use algebra tiles and draw pictorial models to create and connect to problem-solving strategies to solve. When paired with the engaging activity, students connect the concrete model and then create and solve a symbolic representation of equations. The TEKS lesson overview is included in the wrap-around notes.
The materials provide supports for students in connecting, creating, defining, and explaining representational models in relation to abstract mathematical concepts. Throughout the lessons, students use Venn diagrams to connect number classifications to symbolic number sets. Students additionally create tree diagrams and organized lists to represent sample spaces and use probability representations to explain theoretical and experimental probability. Educator guidance prompts students to justify classifications, explain probability outcomes, discuss relationships among representations, and connect visual models to symbolic reasoning. The materials also include simulation activities that allow students to model probability situations and connect those experiences to numerical probability calculations. These supports demonstrate opportunities for students to connect, create, define, and explain both concrete and representational models in relation to abstract concepts.
Evaluation for 5.4a
The 7th Grade Math Practice Teacher Edition provides students with opportunities to develop academic language such as sample space, list of outcomes, and tree diagram. In the TEKS lesson “Sample Sets,” the guidance instructs educators to first ask students for all the possible outcomes of flipping a coin. After students respond verbally, the educator prompts them to make a list of all the possible outcomes of rolling a number cube. This task enables students to build academic language by using manipulatives. The guidance instructs the educator to “Have students take a moment and think about the tree diagram and organized list shown. Have them share with a partner what they notice about the two representations. Share out partner thinking with the group.” This task allows students an opportunity to compare sample spaces based on the diagrams or visuals.
The materials integrate the TEKS mathematical process standards through authentic problem-solving experiences that require students to apply mathematics in meaningful contexts. For example, in the “Engaging Activity,” titled “Family Budget,” students use online resources to gather budget information for two Texas metropolitan areas. They then organize the data in a circle graph and explain how the information could support family budgeting decisions. This activity engages students in representing data, analyzing relationships, communicating mathematical ideas, and applying mathematics to a real-world situation while embedding the TEKS mathematical process standards within grade-level instruction.
Evaluation for 5.4b
The 7th Grade Math Practice Teacher Edition includes embedded educator guidance that scaffolds students’ use of academic mathematical vocabulary during instruction. The lesson directions encourage educators to discuss mathematical concepts using number lines, while guided practice facilitation questions prompt students to explain mathematical relationships using appropriate terminology. The materials also identify important concepts and common misconceptions to support educators in reinforcing precise vocabulary throughout the lesson.
Each lesson guide for internalization contains an “Academic Vocabulary and Mathematical Discourse Support” section. This section includes communication targets, key vocabulary, sentence frames, precise language and peer conversation guidance, and anticipated responses with exemplars and redirection. Every lesson guide includes these tools and embeds them to help educators internalize the lesson.
Evaluation for 5.4c
Each lesson guide for internalization contains “Academic Vocabulary and Mathematical Discourse Support.” The section “Embedded Oral Discourse Guidance and Embedded Written Discourse Guidance” provides educators with appropriate vocabulary support for students to use during written and oral discourse. This section also supports comprehension, background building, and cross-linguistic connections. Every lesson guide includes these tools and embeds them to help educators internalize the lesson.
In the 7th Grade Math Practice Teacher Edition, educator guidance supports student application of academic vocabulary in discussions. The TEKS lesson “Rate of Change” includes guidance that states, “Have students turn-and-talk to a partner and share out their thinking. Have students respond and build on the thinking of others. If students do not mention ‘determining the rate of change,’ use guiding questions to help them.” Also, the 7th Grade Math Practice Teacher Edition “Sample Sets” lesson includes guidance for educators with facilitating questions, important concepts, misconceptions, and extension opportunities that prompt students to explain how lists and tree diagrams represent sample spaces. Students compare representations, justify their reasoning during partner and group discussions, and communicate mathematical ideas using precise academic vocabulary throughout the lesson.
Evaluation for 5.4d
In the “To the Teacher” introduction of the 7th Grade Math Practice Teacher Edition, the “Partner Practice” section directs educators to ask students to work in pairs to complete the activity to hear math language with peers.
In the “Academic Vocabulary and Mathematical Discourse Support,” the “Precise Language and Peer Conversation” section provides embedded guidance to facilitate mathematical conversations. The section provides “precision guidance” for educators to understand what to listen for in the lesson. It additionally provides a “hear-refine-use routine” for students to use with their peers and educator prompts to facilitate the conversations.
Evaluation for 5.4e
The materials include embedded guidance that helps educators anticipate student thinking through “Important Concepts,” “Misconceptions,” “Teacher Notes,” and “Facilitating Questions.” These supports identify common misconceptions, provide exemplar responses, and prepare educators for likely student thinking during instruction. For example, TEKS 7.4B includes guidance to lead a discussion using important mathematical vocabulary, while the embedded notes highlight key concepts and anticipated misconceptions. Collectively, these supports help educators anticipate common student responses and misconceptions throughout instruction.
The “Academic Vocabulary and Mathematical Discourse Support” has a section titled “Anticipated Responses, Exemplar, and Redirection.” This section includes embedded guidance to anticipate correct responses, partial responses, or inaccurate responses. It also provides an exemplar and an example of what the inaccuracy is likely to be. The support/redirect also provides guidance for how educators can respond with next steps.
Evaluation for 5.5a
Students independently construct sample spaces and tree diagrams for compound probability scenarios without step-by-step guidance. These tasks require students to apply learned strategies independently, reinforcing mastery and procedural fluency. Students independently create and solve multi-step word problems involving operations with rational numbers. This task requires students to demonstrate mastery by applying concepts without scaffolds and producing complete solutions.
The materials integrate the TEKS mathematical process standards through instructional activities that require students to apply mathematics in authentic contexts. For example, in the “Engaging Activity” titled “Family Budget,” students research budget information for two Texas metro areas, organize the data in a circle graph, and explain how the information supports financial decisions for a family. Students represent and analyze data, communicate mathematical ideas, and justify their conclusions, integrating mathematical reasoning, representation, communication, and real-world problem solving within a single learning experience.
Evaluation for 5.5b
The materials include a description of how the learning pathways incorporate the process standards but not how they connect across the materials. For example, the 7th Grade Math Practice Teacher Edition includes a section at the beginning of the materials titled “Process Standard.” This section provides educators with the process standards used for each of the TEKS covered in the materials. Although it provides a description of the alignment and incorporation, there is no description of how the process standards connect throughout the learning pathways.
The materials do not describe how the process standards connect to instruction throughout the learning pathways. For example, the “Incorporation and Connection Through the Learning Pathway” section of each lesson in the 7th Grade Math Implementation Guide is the same and only states the process standards as they relate to the “Guided Practice,” “Partner Practice,” and “Independent Practice” sections. It does not explain how the standards serve the specific skills and learning objective of the lesson.
Evaluation for 5.5c
The materials include an overview of the TEKS mathematical process standards incorporated into each unit rationale. For example, in the 7th Grade Math Practice Teacher Edition, each lesson includes educator guidance that describes the standard being covered in the lesson, as well as vertical alignment standards from various grades. The guidance includes a list of the ELPS covered in the lesson, and the lessons provide opportunities for students to utilize the process standards.
The lesson components provide opportunities for students to engage in mathematical processes throughout instruction. Additionally, the materials include a unit rationale that provides a generic statement of how students will apply the process standards in the lessons for the unit. For example, in the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Sample Sets” allows students to work collaboratively to develop strategies, describe methods, and justify their reasoning when constructing sample spaces. Similarly, the TEKS lesson “Writing One-Variable Equations” guides students to connect verbal descriptions to algebraic representations through matching activities that promote reasoning and mathematical communication.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate mathematical concepts and complex, real-world situations.
3 out of 3 points
Students classify numbers in a Venn diagram representing subsets of rational numbers. This task requires them to analyze relationships among number systems rather than apply a single procedure. Tasks include identifying misclassified numbers and explaining reasoning, supporting conceptual understanding of number classification. Students develop their own method for listing all possible outcomes in a compound probability experiment and justify their approach. This task requires students to construct an understanding of sample space rather than follow a procedure, supporting deep conceptual understanding.
5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and representations of mathematical situations.
2 out of 2 points
The TEKS lesson overview guides educators to use algebra tiles to reinforce the outcomes of solving equations using inverse operations. Students move from the concrete to the representational by taking a model and creating the symbolic representation.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
The materials provide opportunities for students to apply conceptual understanding to new problem situations and contexts. In the “Sample Sets” lesson, students apply their understanding of sample spaces across multiple contexts. These include clothing combinations, food selections, transportation choices, and other real-world scenarios. Students transfer the same mathematical concept to different situations and representations instead of repeatedly solving identical problems. The probability lessons provide additional opportunities for students to apply probability concepts through simulations, data collection, and contextual probability situations. These tasks require students to use their conceptual understanding in new contexts and demonstrate the transfer of learning beyond a single example.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Students analyze real-world data from surveys and make predictions about larger populations. Tasks require proportional reasoning, the interpretation of data, and the application of mathematical concepts to new contexts, demonstrating higher-order thinking beyond basic computation. Students compare experimental results with theoretical probabilities and analyze discrepancies. This requires evaluation of outcomes, reasoning about variability, and synthesis of multiple concepts, supporting higher-order thinking.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
The materials provide opportunities for students to apply efficient mathematical procedures throughout learning pathways. For example, the 7th Grade Math Practice Teacher Edition includes an engaging activity for the TEKS lesson “Simulations” in which students determine probability using pictures, diagrams, formulas, or mathematical reasoning. Students then choose the most appropriate method to display their data and explain why that method best represents the results.
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
0 out of 3 points
The materials provide educators with guidance in many areas. For example, wrap-around notes in the 7th Grade Math Practice Teacher Edition offer reminders that students need to know how to solve percent problems for any of the missing parts when setting up the problem using proportional reasoning. But they do not prompt discussion about other methods connected to the proportion model, which may be more efficient for student mathematicians.
5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
0 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting the most efficient approaches when solving mathematics problems.
0 out of 1 points
The materials provide opportunities for students to solve probability problems using multiple representations, including tree diagrams, organized lists, tables, and simulations. These representations support student understanding and problem solving. However, the materials do not provide guidance that supports students in selecting increasingly efficient approaches. Students do not compare strategies, determine which method is most efficient, or justify the selection of one approach over another.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The materials include explicit connections under the “Conceptual Learning Goal.” Students use hands-on models to help them understand how to solve one-variable, two-step equations and inequalities, and to connect and reinforce problem-solving strategies such as using inverse operations.
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
The materials provide opportunities for students to use concrete models, pictorial representations, and abstract models throughout instruction. Students use pictorial representations such as Venn diagrams, tree diagrams, organized lists, and probability models to organize and analyze mathematical information. Students also work with abstract models through number classifications, sample spaces, probability calculations, and symbolic reasoning. In addition, the 7th Grade Math Practice Teacher Edition includes hands-on activities such as creating sample spaces and conducting simulations. These activities provide opportunities for students to interact with concrete representations of mathematical situations. These experiences support the progression from concrete and visual representations to abstract mathematical reasoning.
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
In the TEKS lesson “Solving Equations and Inequalities,” students use algebra tiles and draw pictorial models to create and connect to problem-solving strategies to solve. When paired with the engaging activity, students connect the concrete model and then create and solve a symbolic representation of equations. The TEKS lesson overview is included in the wrap-around notes.
The materials provide supports for students in connecting, creating, defining, and explaining representational models in relation to abstract mathematical concepts. Throughout the lessons, students use Venn diagrams to connect number classifications to symbolic number sets. Students additionally create tree diagrams and organized lists to represent sample spaces and use probability representations to explain theoretical and experimental probability. Educator guidance prompts students to justify classifications, explain probability outcomes, discuss relationships among representations, and connect visual models to symbolic reasoning. The materials also include simulation activities that allow students to model probability situations and connect those experiences to numerical probability calculations. These supports demonstrate opportunities for students to connect, create, define, and explain both concrete and representational models in relation to abstract concepts.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
The materials integrate the TEKS mathematical process standards through authentic problem-solving experiences that require students to apply mathematics in meaningful contexts. For example, in the “Engaging Activity,” titled “Family Budget,” students use online resources to gather budget information for two Texas metropolitan areas. They then organize the data in a circle graph and explain how the information could support family budgeting decisions. This activity engages students in representing data, analyzing relationships, communicating mathematical ideas, and applying mathematics to a real-world situation while embedding the TEKS mathematical process standards within grade-level instruction.
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
2 out of 2 points
Each lesson guide for internalization contains an “Academic Vocabulary and Mathematical Discourse Support” section. This section includes communication targets, key vocabulary, sentence frames, precise language and peer conversation guidance, and anticipated responses with exemplars and redirection. Every lesson guide includes these tools and embeds them to help educators internalize the lesson.
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
In the 7th Grade Math Practice Teacher Edition, educator guidance supports student application of academic vocabulary in discussions. The TEKS lesson “Rate of Change” includes guidance that states, “Have students turn-and-talk to a partner and share out their thinking. Have students respond and build on the thinking of others. If students do not mention ‘determining the rate of change,’ use guiding questions to help them.” Also, the 7th Grade Math Practice Teacher Edition “Sample Sets” lesson includes guidance for educators with facilitating questions, important concepts, misconceptions, and extension opportunities that prompt students to explain how lists and tree diagrams represent sample spaces. Students compare representations, justify their reasoning during partner and group discussions, and communicate mathematical ideas using precise academic vocabulary throughout the lesson.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
In the “Academic Vocabulary and Mathematical Discourse Support,” the “Precise Language and Peer Conversation” section provides embedded guidance to facilitate mathematical conversations. The section provides “precision guidance” for educators to understand what to listen for in the lesson. It additionally provides a “hear-refine-use routine” for students to use with their peers and educator prompts to facilitate the conversations.
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
2 out of 2 points
The “Academic Vocabulary and Mathematical Discourse Support” has a section titled “Anticipated Responses, Exemplar, and Redirection.” This section includes embedded guidance to anticipate correct responses, partial responses, or inaccurate responses. It also provides an exemplar and an example of what the inaccuracy is likely to be. The support/redirect also provides guidance for how educators can respond with next steps.
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
The materials integrate the TEKS mathematical process standards through instructional activities that require students to apply mathematics in authentic contexts. For example, in the “Engaging Activity” titled “Family Budget,” students research budget information for two Texas metro areas, organize the data in a circle graph, and explain how the information supports financial decisions for a family. Students represent and analyze data, communicate mathematical ideas, and justify their conclusions, integrating mathematical reasoning, representation, communication, and real-world problem solving within a single learning experience.
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
1 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
1 out of 2 points
The materials do not describe how the process standards connect to instruction throughout the learning pathways. For example, the “Incorporation and Connection Through the Learning Pathway” section of each lesson in the 7th Grade Math Implementation Guide is the same and only states the process standards as they relate to the “Guided Practice,” “Partner Practice,” and “Independent Practice” sections. It does not explain how the standards serve the specific skills and learning objective of the lesson.
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
1 out of 1 points
The lesson components provide opportunities for students to engage in mathematical processes throughout instruction. Additionally, the materials include a unit rationale that provides a generic statement of how students will apply the process standards in the lessons for the unit. For example, in the 7th Grade Math Practice Teacher Edition, the TEKS lesson “Sample Sets” allows students to work collaboratively to develop strategies, describe methods, and justify their reasoning when constructing sample spaces. Similarly, the TEKS lesson “Writing One-Variable Equations” guides students to connect verbal descriptions to algebraic representations through matching activities that promote reasoning and mathematical communication.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
90% (19 out of 21 points)
Evaluation for 6.1a
In the “Sample Space” activity, students work collaboratively to determine a logical system for organizing outcomes, generate the complete sample space, and justify how they know all outcomes have been identified. Rather than being given a procedure, students must develop and explain their own strategy, promoting mathematical thinking and sense-making. In the “Experimental Probability” activity, students design a simulation, select an appropriate model, conduct trials, analyze data, and determine an approximate probability based on results. Students make decisions, test ideas, interpret outcomes, and explain their reasoning. These activities provide opportunities to persevere through problem solving while developing a conceptual understanding of probability.
The 7th Grade Math Practice Teacher Edition provides guidance through facilitating questions in every lesson. Educators use these questions during guided and partner practice as students collaborate to determine solutions to problems. Students think mathematically as they solve problems, while the scaffolding questions encourage perseverance throughout the problem-solving process.
Evaluation for 6.1b
In the “Representing Rates of Change” activity, students represent a real-world situation using a diagram, table, graph, and equation. This encourages them to recognize connections among multiple representations and approaches for modeling the same mathematical relationship. The Supplemental Math Implementation Guide further emphasizes extension opportunities for students to explain multiple strategies for solving a problem, create their own mathematical problems, apply concepts to real-world scenarios, and compare different solution methods. These opportunities promote flexibility in mathematical thinking and encourage students to communicate and justify various approaches to solving problems.
In the TEKS lesson “Probabilities and Complements,” the lesson notes prompt students to engage in a turn-and-talk to discuss possible problem-solving strategies before solving the problems. Students then share their ideas with the class and respond to their peers by explaining whether they agree or disagree and why. Finally, the educator asks, “Did anyone else solve this a different way?” encouraging students to consider multiple approaches.
Evaluation for 6.1c
The materials require students to make sense of mathematics through multiple opportunities to do, write about, and discuss mathematics with peers and educators. For example, in the “Probabilities and Complements” activity, students express probabilities in multiple forms and describe relationships between probabilities and their complements. They also explain how to determine one probability from another and justify whether a pair of events is complementary. The 7th Grade Math Teacher Guide emphasizes communication, justification, and reasoning through structured partner discussions. It provides opportunities for students to explain reasoning orally and in writing and includes activities that require students to communicate mathematical thinking using precise vocabulary. These opportunities support students in constructing mathematical understanding through written explanations, collaborative discourse, and meaningful discussion.
In the TEKS lesson “Rational Number Sets,” the educator notes encourage students to use a “think-aloud” to place numbers on a Venn diagram showing the hierarchy of rational numbers. Students participate in a turn-and-talk to discuss the relationships among the different categories before sharing their ideas with the class. They respond to one another by agreeing or disagreeing and justifying their reasoning. As a class, they then synthesize their thinking by recording the information and creating an anchor chart.
Evaluation for 6.2a
The 7th Grade Math Practice Teacher Edition supports educators by asking students questions that require them to share their problem-solving approach. In the TEKS lesson “Qualitative and Quantitative Predictions,” the student task provides a real-world scenario where students have to determine if the solution is correct. The question asks, “Is she correct or incorrect, and how do you know?” This allows students to explain and justify their problem-solving approach to the situation.
The materials provide opportunities for students to explain their reasoning, compare strategies, and communicate mathematical thinking during collaborative activities and discussions. In the “Sample Space” activity, students work with a partner to develop an organizational system, describe their method, and justify how they determined all possible outcomes. In the “Experimental Probability” activity, students design simulations, select appropriate models, analyze results, and communicate conclusions based on collected data. The Supplemental Math Teacher Guide further emphasizes communication, justification, and reasoning through structured discussions, opportunities for students to explain reasoning orally and in writing, and prompts that encourage students to compare solution methods and reflect on their mathematical thinking.
In the TEKS lesson “Probabilities and Complements,” the lesson notes prompt students to engage in a turn-and-talk to discuss possible problem-solving strategies before solving the problems. Students then share their ideas with the class and respond to their peers by explaining whether they agree or disagree and why. The educator encourages students to consider multiple approaches by asking, “Did anyone else solve this a different way?” These instructional moves encourage students to explore, understand, and justify multiple approaches to solving problems. Asking students whether they agree or disagree creates healthy, mathematical arguments.
Evaluation for 6.2b
The materials include guidance that supports educators in facilitating mathematical discussions and reviewing student thinking, but the materials do not demonstrate prompts specifically designed to provide explanatory feedback based on student responses and anticipated misconceptions. For example, the Supplemental Math Teacher Guide emphasizes communication, justification, and reasoning and notes that educators review student work as part of the instructional cycle. Students engage in activities requiring explanation, justification, and discussion of mathematical ideas. However, the materials do not provide explicit examples of anticipated misconceptions, sample student responses, or educator prompts designed to address common misunderstandings.
The materials do not include prompts that support educators in providing explanatory feedback based on student responses and anticipated misconceptions. For example, the 7th Grade Math Practice Teacher Edition includes supports for addressing misconceptions. However, it does not address specific student responses. Lessons provide only correct answers, and no questions include incorrect student responses that would prompt explanatory feedback. In the TEKS lesson “Representations of Data,” guidance instructs the educator to “Have students share out and explain their solution. Choose students who solved using a variety of strategies. Connect the strategies. Have students say if they agree or disagree. Come to a consensus on the answer.” While this guidance facilitates discussion, it does not include anticipated student responses or prompts for responding to them. This pattern occurs throughout the materials, which provide support for misconceptions but do not reference likely student responses or explain how educators should address them.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
The 7th Grade Math Practice Teacher Edition provides guidance through facilitating questions in every lesson. Educators use these questions during guided and partner practice as students collaborate to determine solutions to problems. Students think mathematically as they solve problems, while the scaffolding questions encourage perseverance throughout the problem-solving process.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
In the TEKS lesson “Probabilities and Complements,” the lesson notes prompt students to engage in a turn-and-talk to discuss possible problem-solving strategies before solving the problems. Students then share their ideas with the class and respond to their peers by explaining whether they agree or disagree and why. Finally, the educator asks, “Did anyone else solve this a different way?” encouraging students to consider multiple approaches.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
In the TEKS lesson “Rational Number Sets,” the educator notes encourage students to use a “think-aloud” to place numbers on a Venn diagram showing the hierarchy of rational numbers. Students participate in a turn-and-talk to discuss the relationships among the different categories before sharing their ideas with the class. They respond to one another by agreeing or disagreeing and justifying their reasoning. As a class, they then synthesize their thinking by recording the information and creating an anchor chart.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, justifications, and multiple points of entry.
8 out of 8 points
The materials provide opportunities for students to explain their reasoning, compare strategies, and communicate mathematical thinking during collaborative activities and discussions. In the “Sample Space” activity, students work with a partner to develop an organizational system, describe their method, and justify how they determined all possible outcomes. In the “Experimental Probability” activity, students design simulations, select appropriate models, analyze results, and communicate conclusions based on collected data. The Supplemental Math Teacher Guide further emphasizes communication, justification, and reasoning through structured discussions, opportunities for students to explain reasoning orally and in writing, and prompts that encourage students to compare solution methods and reflect on their mathematical thinking.
In the TEKS lesson “Probabilities and Complements,” the lesson notes prompt students to engage in a turn-and-talk to discuss possible problem-solving strategies before solving the problems. Students then share their ideas with the class and respond to their peers by explaining whether they agree or disagree and why. The educator encourages students to consider multiple approaches by asking, “Did anyone else solve this a different way?” These instructional moves encourage students to explore, understand, and justify multiple approaches to solving problems. Asking students whether they agree or disagree creates healthy, mathematical arguments.
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
The materials do not include prompts that support educators in providing explanatory feedback based on student responses and anticipated misconceptions. For example, the 7th Grade Math Practice Teacher Edition includes supports for addressing misconceptions. However, it does not address specific student responses. Lessons provide only correct answers, and no questions include incorrect student responses that would prompt explanatory feedback. In the TEKS lesson “Representations of Data,” guidance instructs the educator to “Have students share out and explain their solution. Choose students who solved using a variety of strategies. Connect the strategies. Have students say if they agree or disagree. Come to a consensus on the answer.” While this guidance facilitates discussion, it does not include anticipated student responses or prompts for responding to them. This pattern occurs throughout the materials, which provide support for misconceptions but do not reference likely student responses or explain how educators should address them.